Teacher Resilience Matters: A Buffering and Boosting Effect between Job Driving Factors and Their Well-Being and Job Performance

Autor/inn/en	Chen, Junjun; Lee, John Chi-Kin
Titel	Teacher Resilience Matters: A Buffering and Boosting Effect between Job Driving Factors and Their Well-Being and Job Performance
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 7, S.890-907 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Junjun) ORCID (Lee, John Chi-Kin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2116574
Schlagwörter	Teacher Persistence; Resilience (Psychology); Well Being; Job Performance; Foreign Countries; Predictor Variables; Psychological Patterns; Professional Autonomy; Teacher Administrator Relationship; Theories; Elementary School Teachers; Secondary School Teachers; Teaching Experience; Hong Kong; China + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Work performance; Arbeitsleistung; Ausland; Prädiktor; Berufsfreiheit; Theory; Theorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hongkong
Abstract	This study investigated the mediation role of teacher resilience between job demands and resources and their well-being and job performance using a sample of 407 teachers from Hong Kong, SAR and mainland China. Confirmatory factor analysis and structural equation modelling were employed to deal with the dataset. The results indicated that the professional dimension and the emotional dimension of teacher resilience were affected by decision latitude (potential control over the job tasks and conducts) and school support respectively and predicted teacher well-being. The motivational dimension and the social dimension of teacher resilience promoted teacher job performance, influenced respectively by task overload (negatively) and role demand (positively) along with school support. This model is the first attempt to represent the relevance of the Job Demands-Resources theory that teacher resilience can buffer negative job demands and boost positive job resources to promote their well-being and performance in a specific societal and educational context. Implications for cultivating teacher resilience to everyday challenges and adversities were proposed in order to assist teachers to not only survive, recover, and thrive, but also to establish a school resilience cascade (potential resilience chain affecting a system due to an act of teacher resilience) for these turbulent times. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01